Transformative technologies and play in the early years: Using tablets for new learning

Abstract

Despite nearly three decades of the use of new technologies in education, schools seem to have remained impervious to significant change. Heritage curriculum and traditional pedagogies persist and, indeed, are dominant in school contexts, which seem to be embedded in the past, rather than preparing children for their future lives. Pockets of innovation illustrate that transformation is possible and comes with the added benefits of renewed student enthusiasm and engagement in learning. Yet, systemic changes are limited in a global context that is dominated by high stakes testing and the neoliberal agenda. This article explores the potential for change. Focusing on the early years, which are the foundation of schooling, we report on data from a study using iPads for learning with kindergarten children in Australia (4 and 5 years of age). The data support the contention that new technologies offer the possibility for new learning by enabling young children to embark on investigations and explorations that were not possible in previous eras. In this article, we focus on transformations and explore the potential of the iPads to encourage playful explorations for investigating, reflecting, making meaning, knowledge building, and communicating ideas to a shared audience.

From the Ground Up: Children's Experiences of Connecting With Nature Through Technology

“…Recent literature has highlighted that modern digital technologies are available, accessible, and utilized by children in their home and educational environments (Crawford et al, 2017;Greenwood & Hougham, 2015;Hatzigianni, 2018;Willis et al, 2014). Some modern digital technologies that are utilized by children include digital cameras, touch-screen tablets, smartphones, and computers (Boyce et al, 2014;Gomes et al, 2016;Holloway & Mahan, 2012;Yelland & Gilbert, 2018). These do not constitute a holistic list, but represent common technologies available to and utilized by children.…”

“…The technology available to children in their early years and school settings typically mirrors the technologies that are available to them in their home environment. These technologies include digital cameras, video cameras, desktop computers, and touch-screen tablets (see, for example, Dockett & Perry, 2005;McKenney & Voogt, 2010;Otterborn et al, 2018;Plowman et al, 2010;Yelland & Gilbert, 2018). While this literature identifies this to be the case with many learning environments, there are educators who choose not to utilize these technologies in their classrooms.…”

“…The primary reason for including digital technologies in early learning environments and schools is that digital technologies can be beneficial to children"s learning and provide children with experiential advantages (Hatzigianni, 2018;Mertala, 2019;Yelland & Gilbert, 2018). For example, computer technologies can provide children with additional opportunities to engage in math, science, and various language and literacy skills (e.g., reading, writing, print knowledge, phonological awareness, and oral language) (McKenney & Voogt, 2010;Otterborn et al, 2018;Reeves et al, 2016).…”

“…Despite its educational and experiential potential, utilizing technology to improve children"s education is not a simple and straightforward task (Hatzigianni, 2018;Johnston et al, 2018;Roschelle et al, 2000;Yelland & Gilbert, 2018). The use of technology should be thoughtful and educators should carefully consider why these technologies are being used and how they are to be used.…”

Children’s Virtual Worlds and Friendships during the covid-19 Pandemic

“…Although there are studies of children ten years and older forming and maintaining friendships online (Davies, 2012;Sheer, 2011), there are few studies of children younger than ten years of age that examine the ways they participate online to maintain friendship. In kindergarten settings, iPads have enabled new learning that was not possible before, providing children with the ability to playfully explore and make meaning together (Yelland & Gilbert, 2018). iPads can be both a motive for learning and playing and are digital tools used in educational settings (Saluyami, Fleer & Chapman, 2018).…”